Overview This Pennsylvania Learns iTunes U course is designed to be a collection of resources to support teaching and learning in the Grade 1 classroom. The content of this course is organized around the Grade 1 English Language Arts Pennsylvania Core Instructional Framework. We believe that Pennsylvania teachers know what is needed to support their instructional design and delivery as well as what engages students in their own learning. For those reasons, the materials and resources provided in this course were curated by teachers. This course is not a curriculum. It is a collection of assets aligned to Pennsylvania Standards to support teaching and learning. The K – 2 courses are designed to support teaching and learning…the teaching of the teacher and the learning of the student. The TEACHNG Call to Action statements support the teacher’s instruction. The I CAN Call to Action statements are for students and correspond to the instructional skills taught by the teacher. 1
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Transcript
Overview
This Pennsylvania Learns iTunes U course is designed to be a collection of resources to support teaching and learning in the Grade 1 classroom. The content of this course is organized around the Grade 1 English Language Arts Pennsylvania Core Instructional Framework. We believe that Pennsylvania teachers know what is needed to support their instructional design and delivery as well as what engages students in their own learning. For those reasons, the materials and resources provided in this course were curated by teachers. This course is not a curriculum. It is a collection of assets aligned to Pennsylvania Standards to support teaching and learning.
The K – 2 courses are designed to support teaching and learning…the teaching of the teacher and the learning of the student. The TEACHNG Call to Action statements support the teacher’s instruction. The I CAN Call to Action statements are for students and correspond to the instructional skills taught by the teacher.
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Title Message Assignment/Call to Action Resource/URL
Resource introduction listed under “i” in the
assignment.Notes
Welcome to the Grade 1 ELA Pennsylvania Learns iTunes U Course
Welcome to the Grade 1 English Language Arts Pennsylvania Learns iTunes U course. We are setting the stage for this course by providing you with background information about Pennsylvania ELA Core Standards and the instructional shifts that work hand-in hand with the Standards.
Pennsylvania Core Standards Pennsylvania Core Standards: The State Board approved the final Chapter 4 regulations on September 12, 2013. The Independent Regulatory Review Commission (IRRC) approved the final regulation on November 21, 2013. With publication of Chapter 4 in the Pennsylvania Bulletin, the new regulations took effect on March 1, 2014.
As part of the new regulations, Pennsylvania’s Core Standards offer a set of rigorous, high-quality academic expectations in English Language Arts and Mathematics that all students should master by the end of each grade level. The PA Core Standards are robust and relevant to the real world and reflect the knowledge and skills our young people need to succeed in life after high school, in both post-secondary education and a globally competitive workforce.
REVIEW the “Teacher Resources” and “Student Resources” section of the PA Core Implementation section of the SAS Portal.
http://www.pdesas.org/Standard/PACore
Meet the Shifts The term shift describes the important classroom practices that must happen in order for the Standards to be implemented effectively. In the Pennsylvania ELA Core Standards, there are overarching themes that can be described as shifts. The shifts identify ways classroom instruction, materials, and assessments need to be adjusted to align to the Standards.
READ pp. 54-55 of the article “Common Core in the Primary Classroom”
During an April 29, 2013 presentation to parents in Oak Park, national Common Core Expert Dr. Sandra Alberti talked about the Common core tate Standards for ELA/Literacy and how they are different.
More About the Shifts The six shifts describe specific changes in classroom practice as implied by the PA Core Standards. 1. Balancing informational and literary text. 2. Creating a coherent body of knowledge in the disciplines 3. Answering questions based in evidence from text 4. Writing from sources 5. Progressing up the staircase of complexity. 6. Focus on academic vocabulary. The shifts are interconnected and; therefore, often looked upon as three shifts: 1. Building knowledge through content rich nonfiction and informational texts. 2. Reading and writing grounded in evidence from text. 3. Regular practice with complex text and its academic vocabulary.
REVIEW the Crosswalk of Instructional Shifts: ELA/Literacy
Articulated by the NY State Department of Education.
About the Collection of Resources The collection of resources suggested in this course align with the ELA Pennsylvania Core Instructional Framework. To access the Instructional Framework you need to login to the SAS Portal and click on “Teacher Tools”.
VISIT and EXPLORE the ELA Pennsylvania Core Instructional Framework found in the “Curriculum Map” of the “Teacher Tools” in SAS.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i"
button of a resource/url) Notes
Module 1: Key Ideas and Details: Understanding What the Text Says Explicitly, Part 1
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About Module 1 In Module I, through direct instruction in reading, writing, listening, and speaking, students learn how to determine the explicit meaning of a text. Mastering concepts of print, decoding, and fluency, they ask and answer questions to determine the central message of text. Students identify an informative topic and write pieces that include two or more facts and a sense of closure. They use narrative writing to describe an experience with thoughts and feelings.
The focus of this module includes: • Concepts of Print • Decoding • Fluency • Main Idea • Explicit Details • Retelling NOTE: The call to action statement in the courses begins with either "Teaching" or "I can". The "Teaching" statement is directed toward teachers for the purpose of assisting the teacher with teaching the concept defined through the call to action. The audience for the "Teaching" statement is teachers. The "I can" statement is directed toward children for the purpose of reinforcing the teaching by the teacher and the learning through the call to action statement by the student.
Focus Standards in Module 1 CC.1.2.1.A - Identify the main idea and retell key details of text. CC.1.2.1.B - Ask and answer questions about key details in a text. CC.1.3.1.A - Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.3.1.B - Ask and answer questions about key details in a text. CC.1.4.1.B - Identify and write about one specific topic. CC.1.4.1.C - Develop the topic with two or more facts. CC.1.4.1.D - Group information and provide some sense of closure. CC.1.4.1.O - Include thoughts and feelings to describe experiences and events. CC.1.4.1.P - Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure. CC.1.4.1.Q - Use a variety of words and phrases. CC.1.5.1.B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Important Standards in Module 1 CC.1.2.1.F - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC.1.2.1.G - Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.K - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content. CC.1.3.1.C - Describe characters, settings, and major events in a story, using key details. CC.1.3.1.G - Use illustrations and details in a story to describe characters, setting, or events. CC.1.4.1.A - Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.F - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series. • Spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
CC.1.4.1.K - Use a variety of words and phrases. CC.1.4.1.M - Write narratives to develop real or imagined experiences or events. CC.1.4.1.R - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series.
Module Title Message Assignment / Call to Action Resource / URL
This professional development module for grades K-1 explores best practices for teaching print concepts based on common core standards. The teachers model with students how to learn the parts of a book, including front cover, back cover, and title page. Teachers demonstrate how students learn to identify individual words, sentences and punctuation within a book. Teachers have students demonstrate understanding of the organization and basic features of print, including recognizing and naming all upper-and-lower case letters of the alphabet.
Introduction to long vowels sounds and letter combinations.
Producing Single Syllable Words
In this lesson, students learn how to orally produce single-syllable words and count, pronounce, blend and segment syllables including constant blends and digraphs.
TEACHING how to orally produce single-syllable words and count, pronounce, blend and segment syllables including constant blends and digraphs.
Story Creator App- free-Students create stories with pictures, etc.
Asking Questions
In this lesson, students will confirm their understanding of information presented to them by asking and answering questions about key details and requesting clarification if something is not understood.
TEACHING students to confirm their understanding of information presented to them by asking and answering questions.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i"
button of a resource/url) Notes
Module 2: Craft and Structure: How an Author Develops Ideas, Concepts, Characters, and Experiences, Part 1
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About Module 2 In Module 2, through direct instruction in reading, writing, listening, and speaking, students learn how authors craft different types of texts for different purposes, explain those differences, and use the features or elements of different texts to demonstrate and clarify understanding. They identify an informational topic and write pieces that include two or more facts and a sense of closure. They use narrative writing to describe an experience with thoughts and feelings and a variety of words.
The focus of this module includes: • Text Organization • Sentence Structure • Decoding Skills • Fluency • Expository Text Features • Genre • Point of View • Poetry • Sequencing • Conventions, Grammar, and Spelling • Collaborative Conversations Focus Standards for Module 2 CC.1.2.1.E - Use various text features and search tools to locate key facts or information in a text. CC.1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types. CC.1.4.1.D - Group information and provide some sense of closure. CC.1.4.1.F - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series. • Spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
CC.1.4.1.O - Include thoughts and feelings to describe experiences and events. CC.1.4.1.P - Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure. CC.1.4.1.Q - Use a variety of words and phrases. CC.1.4.1.R - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series. • Spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
CC.1.1.1.B - Demonstrate understanding of the organization and basic features of print. • Recognize the distinguishing features of a
sentence. Important Standards for Module 2 CC.1.3.1.D - Identify who is telling the story at various points in a text. CC.1.3.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.4.1.A - Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.M - Write narratives to develop real or imagined experiences or events. CC.1.4.1.N - Establish “who” and “what” the narrative will be about. CC.1.4.1.T - With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.4.1.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. CC.1.5.1.A - Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.1.B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CC.1.5.1.C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC.1.5.1.E - Produce complete sentences when appropriate to task and situation. CC.1.5.1.G - Demonstrate command of the conventions of standard English when speaking
Module Title Message Assignment / Call to Action Resource / URL
In this lesson, students learn the differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.
TEACHING students the differences between books that tell stories and books that give information.
Explain Everything App-Allows students to create a book- free for lite version and $4.99 for full version
Including Thoughts and Feelings In Writing
In this lesson, students create a piece of informational writing that includes their thoughts and feelings to describe experiences and events, recounts two or more sequences of events using temporal words to signal event order, incorporates a variety of words, and provides closure.
TEACHING students how to create a piece of informational writing.
TEACHING students how to create a piece of informational writing that includes their thoughts and feelings to describe experiences and events, recounts two or more sequences of events using temporal words to signal event order, incorporates a variety of words, and provides closure.
Module Title Message Assignment / Call to Action Resource / URL
In this lesson, students confirm their understanding of a text read aloud, information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
TEACHING through conversation and observation determine student understanding of text.
I CAN write discussion questions about an audio story.
http://kidblog.org/home/ Blog-Safe and simple blogs for young students
Asking Questions To Get Information
In this lesson, students ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
TEACHING asking and answering questions about what a speaker says for additional information or clarification.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
url)
Notes
Module 3: Integration of Knowledge and Ideas: Connecting Ideas Within One Text, Part 1
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About Module 3 In Module 3, students closely examine and use specific aspects of the text to describe the key ideas or characters. Specifically, they begin to explore how the author uses elements of one text. They write informational pieces that include a topic, at least two supporting facts, and an organizational structure with a sense of closure. They write narrative pieces that describe two or more sequenced events and include a variety of words and phrases, and temporal words for transition. They show increased proficiency with grade level conventions of language as they write.
NOTE: The call to action statement in the courses begins with either "Teaching" or "I can". The "Teaching" statement is directed toward teachers for the purpose of assisting the teacher with teaching the concept defined through the call to action. The audience for the "Teaching" statement is teachers. The "I can" statement is directed toward children for the purpose of reinforcing the teaching by the teacher and the learning through the call to action statement by the student.
Focus Standards in Module 3 CC.1.2.K.H - With prompting and support, identify the reasons an author gives to support points in a text. CC.1.4.K.B - Use a combination of drawing, dictating, and writing to focus on one specific topic. CC.1.4.K.E - With prompting and support, illustrate using details and dictate/write using descriptive words. CC.1.4.K.O - Describe experiences and events.
Important Standards in Module 3 CC.1.2.K.B - With prompting and support, answer questions about key details in a text. CC.1.2.K.G - Answers questions to describe the relationship between illustrations and the text in which they appear. CC.1.3.K.B - Answer questions about key details in a text. CC.1.3.K.G - Make connections between the illustrations and the text in a story (read or read aloud). CC.1.4.K.A - Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts. CC.1.4.K.C - With prompting and support, generate ideas and details to convey information that relates to the chosen topic. CC.1.4.K.D - Make logical connections between drawing and dictation/writing. CC.1.4.K.F - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize first word in sentence and pronoun
I. • Recognize and use end punctuation. • Spell simple words phonetically. CC.1.4.K.M - Use a combination of drawing, dictating, and writing to compose narratives that describe real or imagined experiences or events. CC.1.4.K.N - Establish “who” and “what” the narrative will be about. CC.1.4.K.P - Recount a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. CC.1.4.K.R - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize first word in sentence and pronoun
I. • Recognize and use end punctuation. • Spell simple words phonetically. CC.1.4.K.T - With guidance and support from adults and peers, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.4.K.X - Write routinely over short time frames. CC.1.5.K.A - Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.C - Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.D - Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.E - Speak audibly and express thoughts, feelings, and ideas clearly. CC.1.5.K.G - Demonstrate command of the conventions of standard English when speaking
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
In this lesson, students use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
TEACHING using words and phrases acquired through conversations, reading, and being read to, and responding to texts.
https://www.engageny.org/ccls-ela/l16
TEACHING using words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
I CAN use the pictures and words to help me understand what is read.
https://www.engageny.org/ccls-ela/l16
Explaining Differences Between Book Types
In this lesson, students explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.
TEACHING different types of texts.
https://youtu.be/XI9oZfHYMR0
I CAN explain the difference between books that tell stories and books that give information.
free site- Scholastic Story Starters. Randomly chooses a writing topic
I CAN write a story that includes thoughts and feelings.
http://kidblog.org/home/ Free website- Kidblog. Kids can upload their stories and get feedback
Sequencing Events In this lesson, students tell about two or more sequenced events using temporal words to signal event order and provide some closure.
TEACHING students how to sequencing events in a story using temporal words.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i"
button of a resource/url) Notes
Module 4: Key Ideas and Details: Understanding What the Text Says Explicitly, Part 2
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About Module 4 In Module 4, students learn how to determine the explicit meaning of a text. They ask and answer questions to determine the central message. Students use details as they describe events, people, or things from text or life experiences. They form an opinion and write pieces that include reasons to support the opinion in an organized structure with a sense of closure.
NOTE: The call to action statement in the courses begins with either "Teaching" or "I can". The "Teaching" statement is directed toward teachers for the purpose of assisting the teacher with teaching the concept defined through the call to action. The audience for the "Teaching" statement is teachers. The "I can" statement is directed toward children for the purpose of reinforcing the teaching by the teacher and the learning through the call to action statement by the student.
Focus Standards in Module 4 CC.1.2.1.B - Ask and answer questions about key details in a text. CC.1.3.1.A - Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.3.1.B - Ask and answer questions about key details in a text. CC.1.4.1.I - Support the opinion with reasons related to the opinion. CC.1.4.1.J - Create an organizational structure that includes reasons and provides some sense of closure. CC.1.4.1.K - Use a variety of words and phrases. CC.1.4.1.L - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. CC.1.5.1.C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC.1.5.1.E - Produce complete sentences when appropriate to task and situation.
Important Standards in Module 4 CC.1.2.K.B - With prompting and support, answer questions about key details in a text. CC.1.2.K.J - Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. CC.1.2.K.K - Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade level reading and content. CC.1.3.K.A - With prompting and support, retell familiar stories including key details. CC.1.3.K.B - Answer questions about key details in a text. CC.1.3.K.F - Ask and answer questions about unknown words in a text. CC.1.3.K.G - Make connections between the illustrations and the text in a story (read or read aloud). CC.1.3.K.H - Compare and contrast the adventures and experiences of characters in familiar stories. CC.1.3.K.I - Determine or clarify the meaning of unknown or multiple meaning words and phrases based upon grade level reading and content. CC.1.3.K.K - Actively engage in group reading activities with purpose and understanding. CC.1.4.K.G - Use a combination of drawing, dictating, and writing to compose opinion pieces on familiar topics. CC.1.4.K.I - Support the opinion with reasons. CC.1.4.K.J - Make logical connections between drawing and writing. CC.1.4.K.T - With guidance and support from adults and peers, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.4.K.X - Write routinely over short time frames. CC.1.5.K.A - Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.K.B - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.5.K.C - Ask and answer questions in order to seek help, get information, or clarify something that is not understood. CC.1.5.K.D - Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume. CC.1.5.K.E - Speak audibly and express thoughts, feelings, and ideas clearly. CC.1.5.K.G - Demonstrate command of the conventions of standard English when speaking
Module Title Message Assignment / Call to Action Resource / URL
In this lesson, students ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
TEACHING how to ask and answer questions.
https://www.engageny.org/ccls-ela/sl13
Teacher and student resource.
TEACHING how to ask and answer questions about what a speaker says to gather additional information or clarify something that is not understood.
I CAN listen to a speaker and ask a related question.
Notability- $2.99 app. Students will listen to a speaker and write the questions they have. Other note-taking apps can be used (Evernote, Springpad, SimpleNote).
Clarifying Ideas and Feelings
In this lesson, students add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.
TEACHING clarifying ideas, thoughts, and feelings when sharing aloud.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
url)
Notes
Module 5: Craft and Structure: How an Author Develops Ideas, Characters, and Experiences, Part 2
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About Module 5 In Module 5, students examine how authors craft texts to expand a reader’s understanding of ideas, concepts, characters, and experiences. They explain those differences and use the features or elements of different texts to demonstrate and clarify understanding. They learn how to determine the explicit meaning of a text. They ask and answer questions to analyze author’s craft. They write informative pieces with a coherent structure. NOTE: The call to action statement in the courses begins with either "Teaching" or "I can". The "Teaching" statement is directed toward teachers for the purpose of assisting the teacher with teaching the concept defined through the call to action. The audience for the "Teaching" statement is teachers. The "I can" statement is directed toward children for the purpose of reinforcing the teaching by the teacher and the learning through the call to action statement by the student.
Focus Standards in Module 5 CC.1.2.1.E - Use various text features and search tools to locate key facts or information in a text. CC.1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types. CC.1.3.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.3.1.J - Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC.1.3.1.K - Read and comprehend literature on grade level, reading independently and proficiently. CC.1.4.1.B - Identify and write about one specific topic. CC.1.4.1.C - Develop the topic with two or more facts. CC.1.4.1.D - Group information and provide some sense of closure. CC.1.4.1.F - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series. • Spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
CC.1.4.1.T - With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.5.1.D - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Important Standards in Module 5 CC.1.2.1.C - Describe the connection between two individual, events, ideas, or pieces of information in a text. CC.1.2.1.F - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC.1.2.1.G - Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.J - Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC.1.3.1.D - Identify who is telling the story at various points in a text. CC.1.4.1.A - Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.E - Choose words and phrases for effect. CC.1.4.1.U - With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers. CC.1.4.1.V - Participate in individual or shared research and writing projects. CC.1.4.1.W - With guidance and support, recall information from experiences or gather information from provided sources to answer a question. CC.1.4.1.X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. CC.1.5.1.A - Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.1.C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
I CAN select a text feature and explain why the author included that feature.
http://edublogs.org/ Student Blog - sign up required, free
Identifying and Explaining Different Texts
In this lesson, students identify and explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.
TEACHING the major differences between books that tell stories and books that give information.
In this lesson students use words and phrases acquired through conversations, reading, being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
TEACHING words and phrases through read alouds and conversation.
A journal where students can write their own sentences.
Editing My Writing In this lesson, students, with guidance and support from adults and peers focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
TEACHING students how to engage in peer and self editing.
Educreations app- free app. Students will use this app to draw or take a picture of the book and then record their book talk.
http://kidblog.org/home/ KidBlog website. Kids can copy their link from Educreations and paste directly into KidBlog. Comments can be made about their book talk on KidBlog.
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
url)
Notes
Module 6: Integration of Knowledge and Ideas: Connecting Ideas Across Texts, Part 2
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About Module 6 In Module 6, students examine how authors craft texts to expand a reader’s understanding of ideas, concepts, characters, and experiences. They explain those differences and use the features or elements of different texts to demonstrate and clarify understanding. They learn how to determine the explicit meaning of a text. They ask and answer questions to analyze author’s craft and write informational pieces with a coherent structure.
NOTE: The call to action statement in the courses begins with either "Teaching" or “I Can." The "Teaching" statement is directed toward teachers for the purpose of assisting the teacher with teaching the concept defined through the call to action. The audience for the "Teaching" statement is teachers. The "I can" statement is directed toward children for the purpose of reinforcing the teaching by the teacher and the learning through the call to action statement by the student.
Focus Standards in Module 6 CC.1.2.1.E - Use various text features and search tools to locate key facts or information in a text. CC.1.2.1.J - Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC.1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types. CC.1.3.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.3.1.J - Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC.1.4.1.B - Identify and write about one specific topic. CC.1.4.1.C - Develop the topic with two or more facts. CC.1.4.1.D - Group information and provide some sense of closure. CC.1.4.1.F - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. • Capitalize dates and names of people. • Use end punctuation; use commas in dates
and words in series. • Spell words drawing on common spelling
patterns, phonemic awareness and spelling conventions.
CC.1.4.1.I - Support the opinion with reasons related to the opinion. CC.1.4.1.J - Create an organizational structure that includes reasons and provides some sense of closure. CC.1.4.1.K - Use a variety of words and phrases. CC.1.4.1.L - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. CC.1.4.1.T - With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC.1.5.1.B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CC.1.5.1.E - Produce complete sentences when appropriate to task and situation.
Important Standards in Module 6 CC.1.2.1.G - Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.H - Identify the reasons an author gives to support points in a text. CC.1.2.1.I - Identify basic similarities in and differences between two texts on the same topic. CC.1.2.1.K - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content. CC.1.2.1.L - Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.3.1.G - Use illustrations and details in a story to describe characters, setting, or events. CC.1.3.1.H - Compare and contrast the adventures and experiences of characters in stories. CC.1.3.1.I - Determine or clarify the meaning of unknown and multiple-meaning word and phrases
Module Title Message Assignment / Call to Action Resource / URL
Info about the URL (published on the "i" button of a resource/
Current Events news for kids 1.99, various types of subscriptions available
Making Text Connections In this lesson, students use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.
TEACHING definitions and examples for making connnections drawing on schema.
Schema and Connections http://www.readinglady.com/mosaic/tools/Marisa%27sSchemaMakingConnectionsLessons.pdf
Week-by-week plan including mentor text titles
I CAN make text-to self, text and world connections in discussion.
Digital Storytelling 1.99 SonicPics makes digital storytelling fun and easy! Turn your photographs into narrated slideshow movies to share.
Explaining Types of Texts In this lesson, students explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.
TEACHING students to identify differences between genres.
From iTunes - Easy Blog Jr is the easiest blog uploader available. Designed by teachers for early childhood and elementary classes, its simple interface ensures that children as young as 4 are able to easily post photos, video and voice-over-photos to a Wordpress or Edublogs blog. 4.99
Improving My Writing In this lesson, students, with guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
TEACHING with mentor pieces to model revision strategies.
http://www.litcircles.org/Discussion/teaching.html Article for teacher
Asking and Answering Questions In this lesson, students confirm understanding of
a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
TEACHING using the Accountable Talk and Read Aloud strategies to demonstrate and track the uses of questioning/answering to assess comprehension.